Applying Quality Standard

HOW TO USE THIS MODULE
Welcome to the Module “Applying Quality Standards”. This module

contains training materials and activities for you to complete.
The unit of competency “Apply Quality Standards” contains

knowledge, skills and attitudes required for a Computer Systems Servicing
NC II course.
You are required to go through a series of learning activities in order

to complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets and Activity Sheets. Follow these
activities on your own and answer the Self-Check at the end of each learning
activity.
If you have questions, don’t hesitate to ask your for assistance.
Recognition of Prior Learning (RPL)
You may already have some of the knowledge and skills covered in
this module because you have:
o been working for some time
o already have completed training in this area.
If you can demonstrate to your students that you are competent in a

particular skill or skills, talk to him/her about having them formally
recognized so you don’t have to do he same training again. If you have a
qualification or Certificate of Competency from previous training shows it to
your students. If the skills you acquired are still current and relevant to this
module, they may become part of the evidence you can present for RPL. If
you are not sure about the currency of your skills, discuss it with your
teacher.
After completing this module ask your trainer to assess your

competency. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your
own pace.
Inside this module you will find the activities for you to complete
followed by relevant information sheets for each learning outcome. Each
learning outcome may have more than one learning activity.
Program/ Course: Computer Systems Servicing NC II
Unit of Competency: Apply Quality Standards
Module: Applying Quality Standards
INTRODUCTION:
This module contains information and suggested learning activities on

Computer Systems Servicing. It includes training materials and activities for you to
complete.
Completion of this module will help you better understand the succeeding
module on Computer Systems Servicing.
This module consists of 3 learning outcomes. Each learning outcome

contains learning activities supported by each instruction sheets. Before you
perform the instructions read the information sheets and answer the self-check
and activities provided to as certain to yourself and your teacher that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completion of this module, report to your teacher for assessment to

check your achievement of knowledge and skills requirement of this module. If you
pass the assessment, you will be given a certificate of completion.
SUMMARY OF LEARNING OUTCOMES:
Upon completion of the module you should be able to:
LO1 Assess Quality of received materials

LO2 Assess own work
LO3 Engage in quality improvement
ASSESSMENT CRITERIA:
Refer to assessment criteria of learning outcomes #1-3 of this module.
PRE-REQUISITES:
 PC Operation
TECHNICAL TERMS
checklist - help organize data by category
durability - enduring; resisting wear
Flowchart - describes process in as much detail as possible by

graphically displaying the steps in proper sequence
hardware - refers to the electronic and mechanical components that

make up a computer system.
hazards - a risk; danger
Histogram - plots data in a frequency distribution table
hostile - being an enemy; unfriendly
ISO - International Standardization Organization
OHS - Occupational Health and Safety procedures
Pareto diagram- puts data in a hierarchical order which allows the

significant problems to be connected first.
PPE - personal protective equipment
quality - essential character nature; degree or grade of excellence
Scatter diagram- shows how two variables are related and is this
used to test for cause and effect relationships.
standards - as one serving the emblem of a nation; something as accepted

as a basis for comparison
Module: Applying of Quality Standards
Learning Outcome #1: Assess Quality of Received Materials
Learning Experiences
Learning Activities Special Instructions
Read Information Sheet CM1.1-1 This Learning outcome covers

Listen to teacher’s discussion the knowledge, skills and
attitude in assessing the quality
Answer Self Check CM1.1-1 of received materials with the
following content or topic:
Check answers in Answer Key CM1.1-1
 Reading skills required to
Read Information Sheet CM1.1-2 interpret work
Listen to teacher’s discussion instructions
 Workplace standard
operating procedures and
Answer Self Check CM1.1-2
specifications
Check answers in Answer Key CM1.1-2  Procedures in obtaining
and carrying out work
Read Information Sheet CM1.1-3 instructions
Listen to teacher’s discussion  Quality checking
procedures
 Fault identification and
reporting
Check answers in Answer Key CM1.1-3  Safety and environmental
aspects of production
Read Information Sheet CM1.1-4 process
Listen to teacher’s discussion  Carry out work in
accordance with policies
and procedures
Answer Self Check CM1.1-4  Procedures in replacing
Check answers in Answer Key CM1.1-4 faulty/defective materials
To be able to achieve this

Read Information Sheet CM1.1-5
learning outcome you should
Listen to teacher’s discussion
first go through Reading and
understanding the Information
Perform Activity CM1.1-5 Sheets, check yourself by
Trainer will check your output on Activity answering the Self Check.
1.1-5 Compare your answers using
the Answer Sheet. You must
Read Information Sheet CM1.1-6 answer all questions correctly
Listen to teacher’s discussion before proceeding to the next
activity.
Activity Sheet will help you
Check answers in Answer Key COM1.1-6
practice the correct ways of
documenting Fault Identification
Read Information Sheet CM1.1-7 and Reporting.
Evaluate your own work using
Answer Self Check CM1.1-7 the Performance criteria
Check answers in Answer Key 1.1-7 checklist.
When you are ready, present

your work to your trainer for
final evaluation and recording.

Check answers in Answer Key COM1.1-8
After doing all activities of this

LO you may seek for your
trainers feedback if you may
proceed to the next LO which is
Ways to Identify and Isolate
Errors.
Assessment Criteria:
1. Work instruction is obtained and work is carried out in accordance

with standard operating procedures.
2. Received materials are checked against workplace standards and
specifications.
3. Faulty materials related to work are identified and isolated.
4. Faults and any identified causes are recorded and/or reported to the
supervisor concerned in accordance with workplace procedures.
5. Faulty materials are replaced in accordance with workplace
procedures.
INFORMATION SHEET CM1.1-1
Reading Skills Required to Interpret Work Instructions
"Reading" is the process of

looking at a series of written
symbols and getting meaning
from them. When we read, we
use our eyes to receive written
symbols (letters, punctuation
marks and spaces) and we use
our brain to convert them into
words, sentences and
paragraphs that communicate
something to us.
Reading can be silent (in our head) or aloud (so that other people can hear).
Reading is a receptive skill - through it we receive information. But the
complex process of reading also requires the skill of speaking, so that we
can pronounce the words that we read. In this sense, reading is also a
productive skill in that we are both receiving information and transmitting it
(even if only to ourselves).
Improving your reading skills
Improving your reading skills will reduce unnecessary reading time and
enable you to read in a more focused and selective manner. You will also be
able to increase your levels of understanding and concentration.
To improve your reading skills you need to:

 have clear reading goals;
 choose the right texts;
 use the right reading style;
 use note taking techniques.
Reading goals
Clear reading goals can significantly increase your reading efficiency. Not
everything in print will be of use to you. Use reading goals to select and
prioritize information according to the task in hand.
Reading goals can be:
 an essay or seminar subject;
 a report brief;
 a selected subject area;
 a series of questions about a specific topic.
Use your reading goals to help you identify the information that is relevant
to your current task.
Choosing a text
You will need to assess the text to see if it contains information that is
relevant to your reading goals.
 Check the date of publication. Is the information up-to-date?
 Read the publisher's blurb at the back or inside sleeve for an overview
of the content.
 Check the contents page for relevant chapters.
 Look up references for your topic in the index.
If the text does not seem relevant, discard it.
Once you have selected a text you can use the following techniques of
scanning and skimming to help you identify areas for detailed reading.
Reading styles
Scanning
Scanning is the technique you might use when reading a

telephone directory. You pass your vision speedily over a section of
text in order to find particular words or phrases that are relevant to
your current task. You can scan:
 the introduction or preface of a text;

 the first or last paragraphs of chapters;
 the concluding or summarizing chapter of a text;
 the book index.

Skimming
Skimming is the process of speedy reading for general meaning.

Let your eyes skip over sentences or phrases which contain detail.
Concentrate on identifying the central or main points. Use this
technique to:
 pre-view a selection of text prior to detailed reading;
 Refresh your understanding of a selection of text following

detailed reading.
Detailed reading and note taking
Once you have selected useful information, you can begin to read in detail.
Note taking techniques provide a useful aid to reading. Use:
 Underlining and highlighting to pick out what seem to you the most
central or important words and phrases. Do this in your own copy of
texts or on photocopies - never on borrowed texts;
 Keywords to record the main headings as you read. Use one or two
keywords for each main point. Keywords can be used when you don't
want to mark the text;
 Questions to encourage you to take an active approach to your

reading. Record your questions as you read. They can also be used as
prompts for follow up work;
 Summaries to check you have understood what you have read. Pause
after a section of text and put what you have read in your own words.
Skim over the text to check the accuracy of your summary, filling in
any significant gaps.
These techniques encourage an active engagement with the text as well as

providing you with a useful record of your reading. Avoid passively reading
large amounts of text; it does not make effective use of your time. Always
use a note taking technique to increase your levels of concentration and
understanding.
Increasing your reading speed
It is more important to improve your reading skills than your reading speed.
Being focused and selective in your reading habits will reduce the time you
spend reading. If, in addition to using a range of reading skills you want to
increase your reading speed, then the following technique will be of use.
The average reading speed is about 240-300 words per minute. For the
average reader, the eye fixes on each word individually.
It is easy for your eye to recognize 4 or 5 words in a single fixation without a

loss of understanding.
The key to increasing your reading speed is not to increase the speed at
which your eyes move across the page, but to increase the word span for a
single fixation. A simple way of developing the habit of taking in more than
one word per fixation is to take a page of text and divide it length ways into
three with two lines drawn down the page. Using a pen or pencil as a pointer,
read each line of text by allowing your eye to fall only in the middle of each
of the three sections, as indicated by your pointer.
Developing your reading speed
 Don't worry about how quickly you are reading but instead, concentrate
on reading the line in only three fixations.
 As this becomes more natural, practice without drawing lines.
 Later, reduce the number of fixations to two per line.
 Once this increased word span becomes a comfortable habit, an increase

in your reading speed will occur.
Summary
 Have a clear focus for your reading. Set your reading goals.
 Survey the text before you spend the
time and effort involved in detailed
reading.
 Scan and skim to select the text for

detailed reading.
 Scan and skim after detailed reading

to reinforce your understanding.
 Use a form of note taking whilst

reading in detail, to keep you
concentrating, aid understanding and
provide you with a record of your
reading.
 Using clear reading goals and a variety of reading skills is more important
than increasing your reading speed.
 To improve your reading speed, don't increase the speed of the eye across
the page, but increase the number of words the eye recognizes in a single
fixation.
SELF-CHECK CM1.1-1
I. Write TRUE if the statement is correct and FALSE if the statement is

wrong.
__________ 1. Reading is the process of looking at a series of written symbols

and getting meaning from them.
__________ 2. Reading is a deceptive skill - through it we give information.
__________ 3. Improving your reading skills will reduce unnecessary reading
time and enable you to read in a more focused and selective manner.
__________ 4. Everything in print will be of use to you.
__________ 5. Even if the text does not seem relevant, keep it.
__________ 6. Scanning is the process of speedy reading for general meaning.

___________7. In skimming, you pass your vision speedily over a section of
text in order to find particular words or phrases that are relevant to your
current task.
__________ 8. Underlining and highlighting will help pick out what seem to
you the most central or important words and phrases.
__________ 9. Avoid passively reading large amounts of text; it does not make
effective use of your time.
__________ 10. The key to increasing your reading speed is not to increase
the speed at which your eyes move across the page, but to increase the word
span for a single fixation.
ANSWER KEY 1.1-1
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. FALSE
6. FALSE
7. FALSE
8. TRUE
9. TRUE
10. TRUE
Workplace standard operating procedures and specifications
Standard Operating Procedures

Standard operating procedures
(SOPs) are written instructions intended
to document how to perform a routine
activity. The primary reason many
companies rely on SOPs is to help ensure
consistency and quality in their products.
SOPs are also useful tools to
operationalize and communicate
important corporate policies, government
regulations, and best practices.
A company’s standard operating procedures generally outline routine

processes performed in the workplace. Documenting these procedures may
seem unnecessary, but such documentation helps prevent mistakes. SOPs
also may keep employees from unwittingly violating labor laws or
implementing safety hazards.
Benefits of SOPs
Many workplace processes require strict adherence to a set of instructions

to ensure the intended outcome occurs. Even the best employees don't have
perfect memories, so having a set of written instructions they can refer to
when performing the steps of the process ensures everything is done
correctly. When new employees are trained, SOPs help keep their training
fresh and serve as important reference tools.
Copies of SOPs should be available at the actual location where the work is
being done. This not only ensures the people that need them can access
them, but it also demonstrates the company's efforts to communicate policy
and regulation to employees.
Businesses establish SOPs to minimize variations in procedures that could

cause health hazards or reduce product quality.
SOPs help businesses maintain consistent practices during temporary and

permanent personnel changes. They also bolster the employee training
process, ensuring that employees get the same information on how to
perform specific duties when they change positions or take on additional
responsibilities.
SOP Content
Standard Operating Procedures can cover a range of areas from “in house”
work instructions and procedures to formal standards. Common SOP’s
could include:
 work schedules
 job card/sheet/plans/specifications
 standard operation sheets
 Material Safety Data Sheets (MSDS)
 diagrams/sketches
 regulations/legislation
 manufacturer/workplace guidelines, policies and procedures
SOPs detail the regularly recurring work processes that are to be conducted
or followed within an organization so they need to be specific to the business
workplace. Well-constructed SOP’s appropriate to the workplace will:
 minimize product variation
 promote quality through consistent implementation of the process
 ensure product/process consistency even with temporary or
permanent personnel changes
 support compliance with organizational and governmental
requirements
 contribute to effective and useful personnel training program as they
should provide detailed work instructions
SOP Format
The most effective SOPs are written in a concise, step-by-step format.

Employees who are familiar with a business and are knowledgeable about
its structure and activities often oversee the creation of SOPs. Ideally
workers who regularly perform various activities write the SOPs to document
those activities. However, a team-writing approach may be a better option to
ensure the documentation is clear and complete. Team writing is
particularly important when a process involves tasks handled by several
employees.
SOP Considerations
SOPs are useful only when they’re current. Businesses essentially need an
SOP for updating their SOPs. For example, an owner needs to determine
how often documented procedures will be reviewed and how updates will be
recorded. Owners may ask employees to review procedures annually and to
post review dates on SOP documents after each review.
Employees sometimes need to remove SOPs from circulation as equipment is

replaced or as positions are eliminated. Step-by-step SOPs that are easy to
follow also are easy to update, and they help ensure the review process
takes place in a timely manner.
SELF-CHECK CM1.1-2

wrong.
__________ 1. Standard operating procedures (SOPs) are written instructions

intended to document how to perform a routine activity.
__________ 2. The primary reason many companies rely on SOPs is to help
ensure inconsistency and low quality in their products.
__________ 3. SOPs also may keep employees from unwittingly violating labor
laws or implementing safety hazards.
__________ 4. SOPs help businesses maintain consistent practices during
temporary and permanent personnel changes.
__________ 5. Standard Operating Procedures can cover a range of areas

from “in house” work instructions and procedures to formal standards.
__________ 6. SOPs detail the regularly recurring work processes that are to
be conducted or followed within an organization so they need to be specific
to the business workplace.
___________7. Well-constructed SOP’s appropriate to the workplace will
maximize product variation.
__________ 8. The most effective SOPs are written in a concise, step-by-step
format.
__________ 9. SOPs are useful only when they are not current.
__________ 10. Employees sometimes need to remove SOPs from circulation
as equipment is replaced or as positions are eliminated.
ANSWER KEY CM1.1-2
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE
8. TRUE
9. FALSE
10. TRUE
Procedures in obtaining and carrying out work instructions
Work Instructions
Work instructions present a sequence of steps to execute a task or activity.

The format is typically text, but a visual depiction of the steps can also
constitute work instructions.
Additionally, hyperlinks are
often included. A mix of text,
hyperlinks, and pictures are
also included in documenting
the process steps.
Benefits of Work Instructions
 Serves as a handy reference for training new employees, for tasks that
are performed infrequently, or for potential promotions
 Promotes consistency in execution of work.
 May be required for certification or accreditation with third parties,
such as the International Organization for Standardization (ISO).
 Useful when you have a frequent turnover of part-time helpers
Reason For Work Instructions
Work instructions are developed to guide workers in four key quality areas:
training, reference, problem solving and continuous improvement.
Each of these areas can be directly

related to the Deming Cycle, a
cycle that identifies fundamental
quality planning as "Plan-Do-
Check-Act." It is important to
establish (plan) the instructions
that your people must execute.
The references must then be
effectively implemented (do) so
they are accessible to personnel.
Documentation must be verified
(check) so the instructions assist your problem-solving methodology. Finally,
it is important to use (act) what has been defined in order to continuously
improve.
Reason #1. Training (Plan). Training is the essential first step to ensuring
that people are competent in their duties. It is important to define, within
the quality planning activities, the type of training that each function is to
receive. It is equally necessary to ensure that the trainers are executing the
plan, including improvements made to the instructions.
New employees should start their training with the process expert so they
can observe how the process should be performed. It is here that detailed
training discussions and hands-on activities take place between the expert
and the trainee. The trainer uses the work instructions so new employees
understand the basis for the tasks they are performing. The process is an
opportunity for additional review of the work instruction content. The
veteran can reaffirm the defined steps, and the new employee can confirm
the validity of the process.
Reason #2. Reference (Do). This quality activity should focus on both
access and format of the instructions. The documentation must be
implemented so workers are not wary of having to locate the information
relative to their areas of responsibility.
Once employees have been trained and have demonstrated that they can be
effective performers, you must ensure that the work instructions are
available in case of questions. The instructions must be presented in an
easy-to-understand format so that access and review will not take up
valuable time.
Write out how the instruction is to be performed specific to each core task.
Avoid defining why the activity is performed. There should be no need for an
expert organization to reaffirm why core tasks are needed. If the "why"
information must be defined, keep that separate from the work instructions
and make the additional information available as reference-only training
documents.
Reason #3. Problem Solving (Check). Problem solving is a quality activity
that focuses on ensuring that the supporting processes are properly defined
to achieve product quality. Documentation should be referenced frequently
to ensure that relevance is maintained.
Work instructions are key documents to reference when internal or external
nonconformance’s are identified. Make the review of the work instructions
part of the corrective action process. Ask if the supporting instruction
properly defines the process, then audit the instruction to confirm proper
definition.
The operator/employee cannot be held fully accountable if the records of

training are written to an inadequately defined work instruction. If the task
is properly defined, the manner by which training is conducted might need
to be revisited.
Reason #4. Continuous Improvement (Act). Work instructions should not
be stagnant documents accessed only when auditors ask for them.
Reviewing work instructions when improvement opportunities are identified
demonstrates that they are "living documents."
Samples of Work Instructions
Every individual on daily basis is faced with some type of Work Instruction.
It could be an instruction from the equipment manual, how to operate a
mower, car gadgets. Some Work Instructions may be in the format of a form
like a bank withdrawal or tax form. Some Work Instructions may be a flow
chart in which you follow arrows to the next task. More and more the
instructions are created in the computer database style. Here are some
samples of Work Instructions:
- Control of Trial Documentation - Control of Document Alert

- process step instruction - assembly instruction
- service steps - work standards
- software manual - health instruction
- appliance instruction - safety instruction
- Income Tax Form - work checklist
- job application - inspection instruction
- prescription label - user instruction
- recipe - labels
- directions - computer screen instruction
- street signs - equipment maintenance
- checklists - testing instructions
- payrol tracking - product specifications
SELF-CHECK CM1.1-3

wrong.
__________ 1. Work instructions present a sequence of steps to execute a

task or activity.
__________ 2. Work instructions serves as a handy reference for training new
employees, for tasks that are performed infrequently, or for potential
promotions.
__________ 3. Work instructions promotes inconsistency in execution of work.
__________ 4. Training is the essential first step to ensuring that people are
incompetent in their duties.
__________ 5. Problem solving is a quality activity that focuses on ensuring

that the supporting processes are properly defined to achieve product
quality.
ANSWER KEY CM1.1-3
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. TRUE
Quality Checking Procedures
While quality standards vary from

one industry to another, the means
for testing product quality are fairly
standard. By taking multiple steps
to check quality, you can increase
the chances of making sure that all
received materials are of good
quality and adheres to standards.
Many manufacturers lack clear

documentation of receipt of shipments. This can cause problems when the
business has to prove that there was a shortage in shipment or that the
shipment does not meet quality specifications, or when other problems exist.
Receiving Report
Upon receiving purchased goods or even

services from a supplier, it is important that the
shipment is checked to make sure that the
correct quantity and quality was received. A
receiving report should immediately be
completed which indicates:
 the date the material was received or
service was performed
 whether the delivery was on time
 the quantity of material received and whether any discrepancies exist
when compared with the packing slip
 whether the quality of the material meets specifications
 the names of the personnel who performed these checks
This receiving report can be of great help to the bookkeeper in maintaining

accurate records, and when paying the bills.
Quantity Check
When a shipment arrives, it is a good idea for receiving personnel to check it

against the packing slip to make sure that the quantities are correct.
The thoroughness of the quantity check depends upon how many packages
are involved, and how important the contents of the package are. If there are
many packages, and there are many items in
each package to count, complete counts would
be a very time consuming process. In such
cases, it may be better to use sampling to
establish the quantity received.
Total weight or physical dimensions can be

used for fairy accurate estimates of quantities
in a shipment. When the material is packed in
boxes, suppliers can be asked to write the
quantity on the cut-side of each box so that in
a shipment of several or many boxes, a few
can be picked for a detailed check. If they turn
out to be accurate, then there is considerable assurance that the shipment
is complete.
A bulk count may be necessary when unit price is high. The receiving report
should show how the count was made, i.e., by full count, by weighing and
calculating the quantity, or by spot checks of packages.
Quality Inspection
It is important, upon receiving a shipment, to make sure that the material

meets quality specifications. If it is of great importance that no defects in
quality exist, you will probably want to run a quality check on each item of
the entire shipment.
If, in your manufacturing process, you are able

to detect defective materials, and it is clear that
the problem lies with the supplier, then the
incoming quality check can be limited to
assuring that there is no massive quality
problem which would disrupt your production.
In some cases, however, defective material could

pass through manufacturing operations
unnoticed, or a problem in production could be
the fault of your people. In such situations, it is
wise to conduct a quality check of materials,
upon receiving the shipment.
However, since checking items against design specifications can be quite

time consuming and expensive, it is rarely necessary to run a quality check
on all items received.
Instead, spot checks on quality can be made on a small representative
portion of the shipment. The reasoning behind spot checks is that if some of
the material is defective, then you should have a fairly good chance of
finding some defects if you sample items at random. Thus, you might pick
some material from different places in the shipment. In the case of several
packages, you might select a few pieces from the top of one package, from
the bottom of another one, from the sides of a third one, etc., and run
quality checks on this material instead of on the whole shipment.
Some conditions for using spot checks, or sampling, are as follows:

 Complete accuracy in locating all defects with a shipment cannot be
required. No sampling method can find all defective material.
 It should be possible to obtain a representative sampling of materials
from the shipment.
 An accurate method for judging the quality of the material must exist.
A quality inspector must be able to reliably judge what is acceptable,
and what is defective.
 The procedure for correctly sampling material and conducting spot
checks is somewhat complicated, however, and involves looking up
figures in statistical tables. One principle, of course, applies: a larger
sample size, or spot checking more items, will naturally increase
chances of finding defective parts, if they exist.
 For example, a certain manufacturer receives a shipment of 450
components: Part B-250. Defects in these parts are unlikely to be
detected during manufacturing operations. Usually about two or three
defective B-250 parts are found in every 100. The purchasing
manufacturer may feel that up to 3% defective parts are acceptable,
but if there are more, the supplier should take the shipment back to
remove the bad pieces. A table like the one shown below can be used
to decide how many pieces have to be checked to gain reasonable
assurance that the defect rate is 3% or less. Such tables can be found
in many quality control books.
 Looking at the line in the table for a Lot Size of 401 to 500, it can be
seen that a sample of 70 pieces should be selected. In this sample,
there should not be a single defective piece. If one should be found,
the more detailed check can be used and a larger sample of 160 could
be selected.
 If more than three parts are found defective in the larger sample, then
the probability is quite high that there are more than 3% defective and
that the shipment does not meet quality standards.
Report to Accounts payable
To assure that payment will be made only if the merchandise which the
vendor bills has been received in the proper quantity and of acceptable
quality, the person making out the check should compare:
 purchase order
 receiving report
 packing slip, when one is received, and
 invoice from the vendor
These documents should therefore be filed together so they are available

when bills are being paid.
Follow-up
Good purchasing procedures require follow-up evaluation of suppliers, and

sometimes even of individual purchases. You should consider whether or
not your purchasing objectives have been met and whether you are buying
the best overall value in terms of the best quality, prices and service. Did the
supplier provide on-time delivery and quality as promised? Were there any
considerations which were forgotten in deciding upon the purchase? Did you
buy the most economical quantity? Did the supplier satisfactorily resolve
any problems which may have cropped up? These are some of the questions
you should be asking yourself at this time.
Answers to these questions provide ideas on how purchasing can be

improved in the future.
SELF-CHECK CM1.1-4

wrong.
__________ 1. Upon receiving purchased goods or even services from a

supplier, it is important that the shipment is checked to make sure that the
correct quantity and quality was received.
__________ 2. When a shipment arrives, it is a good idea for receiving

personnel to check it against the packing slip to make sure that the qualities
are correct.
__________ 3. It may be better to use sampling to establish the quantity
received if there are many packages, and there are many items in each
package to count.
__________ 4. A bulk count may be necessary when unit price is low.
__________ 5. It is important, upon receiving a shipment, to make sure that

the material meets quantity specifications.
__________ 6. Since checking items against design specifications can be quite

time consuming and expensive, it is rarely necessary to run a quality check
on all items received.
___________7. The reasoning behind spot checks is that if some of the
material is defective, then you should have a fairly good chance of finding
some defects if you sample items at random.
__________ 8. To assure that payment will be made only if the merchandise

which the vendor bills has been received in the proper quantity and of
acceptable quality, the person making out the check should compare
purchase order, receiving report, packing slip and invoice from the vendor.
__________ 9. Good purchasing procedures require follow-up evaluation of
suppliers, and sometimes even of individual purchases.
__________ 10. If more than three parts are found defective in the larger
sample, then the probability is quite high that there are more than 30%
defective and that the shipment does not meet quality standards.
ANSWER KEY CM1.1-4
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. FALSE
6. TRUE
7. TRUE
8. TRUE
9. TRUE
10. FALSE
Fault Identification and Reporting
These are the things to be considered when:
A. Receiving Materials:
1. Match the packing slip to the items received and ensures that the
materials are destined on tour department.
2. That you are receiving the materials indicated on the purchase order with
regard to quantity and discount.
3. That the materials are in acceptable condition.
4. That terms regarding installation and/or set-up of equipment are met.
B. Receiving Reports
Whenever goods are received:

1. The person receiving the goods must document
that all goods were received for each requisition
before any payment can be made to the vendor.
2. Any exceptions must be noted so that partial

payments can be processed or defective goods
can be returned.
C. Return of Merchandise
When merchandise is received which is incomplete or defective, the

supervisor will return the materials to the supplier or to the store where it
was bought and make arrangements with the vendor for replacement.
D. Make an Inventory Report of the Materials
All materials received must be listed and be reported to monitor how

many materials are already on hand, purchased or damaged.
Effective management checks are an important means of providing
assurance of the integrity and security of the benefit processes. They are
also useful in identifying training needs; indicating possible weaknesses in
procedure and ensuring the section meets its accuracy target set for Best
Value Performance Indicators purposes.
Methodology
The teacher will be the assessor. Students will be randomly assigned
that will: 1.) act as Quality Checker; 2.) responsible for monitoring and
coordinating the checking arrangements and; 3.) must generate reports
when receiving the equipments.
The Quality checker will record the date of receipt, name of the
materials purchased, quantity, official receipt number, signature of the
person who bought the materials and signed his name afterwards. The
Quality checker will identify if the materials are in good condition or damage
and /or needing for replacements. This will also be recorded on his report.
Feedback
Once the Quality checker has completed all the reports, the assessor
will check if the Quality Checker provides all the data needed in the report.
Example of Log Report (to be completed by the Quality checker)
Date Item Quality

O.R. # Quantity Signature
Received Name Checker
Example of Assessment of Materials Received (to be completed by the

Quality checker)
Quality Checker: Date:
Total no. in Total no.

Item Name Comments
Good Condition of Errors
ACTIVITY CM1.1-5
You are assigned to be the Quality checker for the Month of June. Make
a Log Report, and Assessment Report using the following data below. Make
sure you will record all the items listed and if they were in good condition or
not. Write your answer on a sheet of paper.
1. - June 9, 2015
- 10 Hard disk, 2 2GB DDR3 memory chips
- Received from Gian Carlos (ExeCom), OR #20256
- Found out that 2 Hard disk have errors and need replacement
2. - June 15, 2015

- Refill ink cartridge from INKRITE Shop, OR# 5623
3. - June 20, 2015

- 10 USB keyboard, 10 USB mouse, 2 power supply
- Received from Rey Boyser (PC Exerpt), OR#12544
- 2 defective keyboards need replacement
4. - June 28, 2015

- 2 DVD-Rom drive
- Received from Gian Carlos (ExeCom), OR#20400
Safety and Environmental Aspects of Production Process
There are 2 things you need to remember about computers. First, they are
electrical machines made up of many points of failure. Second, they contain
a number of components that are not friendly to the environment.
Accidents can be avoided by identifying hazards in advance. One of the best

ways to do this is to always read MSDS information when available.
Hazardous materials come with Material Safety Data Sheets (MSDS) that
provide a variety of information for handling the material. This can include:
physical data, toxicity, health effects, first aid, reactivity, storage, disposal,
protective equipment, and spill/leak procedures. It is important to read this
information before using hazardous products. It is also a good idea to keep
these documents and make them easily accessible in case of an accident.
Electrostatic Discharge
Electrostatic Discharge (ESD) can be harmful to

electronic components and cause them to fail.
Low humidity, walking across carpet and
appliance motors are some of the common
generators of ESD. Metal oxide semiconductor
devices are particularly sensitive to ESD and
special care should be taken around them.
Below are some of the prevention methods
employed to prevent damage:
 Use grounding straps when working on the inside of a computer.

Grounding straps are connected to a technicians wrist and you can
ground the wrist strap to the earth pin on a wall socket.
 Remove all metallic jewelry.
 Use anti-static mats.
 Before working on the inside of a computer, touching the chassis of
the computer while plugged into a grounded outlet can prevent ESD.
 Anti-static sprays can be applied to floors, computers and work
surfaces.
 A humidifier can be used to keep the humidity above 50%.
An ESD wrist strap should never be worn when working with high voltage
equipment such as monitors.
When transporting or storing them, computer components should be placed

in anti-static foam or an anti-static bag.
Electricity
A computer needs a "clean" electricity source in order to work properly. By

"clean" we mean a source that is not plagued with spikes or dips in current.
Spikes are of particular concern because they cannot only destroy your
computer, they can kill you in some situations.
Electrical spikes (measured in nanoseconds) or surges

(measured in milliseconds) can cause damage to system
components or even data loss . Surge suppressors

(often called "surge protectors") can prevent minor
variances in power and provide a stable stream of
electricity to the unit, however, they may not always work
against larger surges and may cause equipment damage
and injury. Also keep in mind that not all power strips are
surge suppressors even though they look the same.
Uninterruptable Power Supplies (UPS) provide power to the devices

connected to it for a period of time in the event of
power loss or sag for long enough to gracefully
shutdown the computer and avoid data loss.
Unnecessary peripherals such as scanners and
printers should not be connected to a UPS as
they can overload it.
Monitors and power supplies (including printers)

should not be opened unless you are qualified to
work on them. Deadly voltage (up to 30,000 volts)
can be stored inside their capacitors for periods
long after you turn them off. Leave monitor repair
to the professionals or simply replace a bad
monitor/power supply. It is not worth your life to
try to fix one of these.
In the event that you suffer an electrical fire, you must only use a class C or
class ABC fire extinguisher. You should keep one of these handy around
computer equipment.
Recycling
A number of computer components listed below contain toxic chemicals and

should be recycled. If the computer isn't too old and is still working,
donating it to an organization provides a good alternative. Here are a few of
the most important items to recycle.
Laptop batteries are highly toxic and should always be recycled - do not let
old batteries just sit around. If the battery is ruptured or broken do not
handle it as the chemicals are dangerous. Computer monitors also contain
highly toxic chemicals and they should be recycled as well.
Toner and ink jet cartridges don't contain any harmful chemicals, but they
are not biodegradable and are piling up in landfills. Most printer
manufacturers have some sort of cartridge recycling program and some of
them will even save you money on your new cartridges. Check with your
printer manufacturer for more information. NOTE: Make sure that when you
open a laser printer you avoid the fuser until it has had time to cool down as
it can result in severe burns.
If you need to recycle components, there are many companies that specialize
in this type of disposal and recycling. Sometimes even your local garbage
service is equipped to take these items off your hands. Call them and find
out.
Protecting Data
If you are not backing up your data and a hard drive fails, the data is not
necessarily lost. Not if you have up to $25,000 to pay a recovery service that
may or may not be able to get your data back. This is why it is so important
to set up regularly scheduled backups for important data. In the old days
this was difficult because Windows NT, for example, could only backup data
to an expensive tape drive and scheduling was a complicated command line
procedure. Newer operating systems such as Windows 2003, XP, and Vista
can backup data to external drives, network drives, and other locations and
scheduling is done through the GUI. Your backups should be stored in a
fire-proof safe or at a separate location for protection against fire and theft.
Hard drives are vacuum sealed and their covers should never be opened
except by professionals in a "clean room". You will likely ruin the drive and
lose your data if you do this.
Because floppy disks are magnetic media, they should not be exposed to
magnetic fields that can be produced by TVs, monitors, speakers, power
supplies and appliances with motors.
Reporting
All accidents involving injury or damage should be immediately reported to a

supervisor or manager. Furthermore, the incident should be well-
documented. This is important, not only for establishing safety history and
trends, but may be an important piece of documentation from a legal
standpoint (i.e. workman's compensation).
SELF-CHECK CM1.1-6

wrong.
__________ 1. Computers are electrical machines made up of many points of

failure and contain a number of components that are not friendly to the
environment.
__________ 2. Hazardous materials come with Material Safety Data Sheets
(MSDS) that provide a variety of information for handling the material.
__________ 3. Electrostatic Discharge (ESD) is good to electronic components
and cause them to function well.
__________ 4. Metal oxide semiconductor devices are particularly sensitive to
ESD and special care should be taken around them.
__________ 5. An ESD wrist strap should be worn when working with high
voltage equipment such as monitors.
__________ 6. When transporting or storing them, computer components

should be placed in anti-static foam or an anti-static bag.
___________7. Electrical spikes (measured in nanoseconds) or surges
(measured in milliseconds) can cause damage to system components or
even data loss.
__________ 8. Uninterruptable Power Supplies (UPS) provide power to the
devices connected to it for a period of time in the event of power loss or sag
for long enough to gracefully shutdown the computer and avoid data loss.
__________ 9. Laptop batteries are highly toxic and should not be recycled
__________ 10. All accidents involving injury or damage should be
immediately reported to a supervisor or manager and should be well-
documented.
ANSWER KEY CM1.1-6
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
7. TRUE
8. TRUE
9. FALSE
10. TRUE
Carry Out Work in Accordance with Policies and Procedures
Workplace Policies and Procedures
Workplace policies are statements of principles and practices dealing with

the ongoing management and administration of the organization.
Policies act as a guiding frame of reference for how the organisation deals
with everything from its day to-day operational problems or how to respond
to requirements to comply with legislation, regulation and codes of practice.
It is important that policies are reasonable, that employees are aware and
clearly understand what the policy is trying to achieve.
Policies are a statement of purpose, which highlight broad guidelines on

action to be taken to achieve that purpose. The statement of purpose should
not be more than one page in length, but this will vary depending on the
policy.
Procedures explain how to perform tasks and duties. A procedure may

specify who in the organization is responsible for particular tasks and
activities, or how they should carry out their duties.
Benefits of workplace policies and procedures
Well-written workplace policies:
• are consistent with the values of the organization and employment

legislation
• demonstrate that the organization is being operated in an efficient and
businesslike manner
• ensure uniformity and consistency in decision making and operational
procedures
• save time when a new problem can be handled quickly and effectively
through an existing policy
• foster stability and continuity
• maintain the direction of the organization even during periods of change
• provide the framework for business planning
• assist in assessing performance and establishing accountability
• clarify functions and responsibilities.
Following policy and procedures
A key aspect of following procedures involves working within the scope of
your role and responsibilities. It is vital therefore that you know what your
job role entails and know what to do when you are unsure of your role
and/or your work instructions.
Working within job role and responsibilities

Confusion regarding job roles can be a major source of workplace stress and
conflict. It can also result in poor service delivery. It is important that you
know your job responsibilities, work within your position specifications and
clarify work instructions where necessary.
 Seek regular support and supervision from your supervisor through
supervisory sessions and bring any situations to the attention of your
team leader.
 Seek advice from work colleagues through consultation and staff
meetings.
 Look to professional guidelines for scope of practice in other settings.
 Seek to have your position description clarified and/or have it include
reference to professional standards or legislative provisions.
 Seek to have your competencies assessed and/or recognised.
 Ensure that all major work activities are accurately
documented/recorded.
 Consult with representatives from groups such as unions and
professional bodies regarding the appropriateness of job role.
Information about your role and responsibilities
Job description
Your job role and key responsibilities are usually contained within a Job
Description (sometimes called a Position Description, Work Profile or Duty
Statement). The job or position description will outline the name of the
position, the award classification, the department or area or work, the
industrial award or agreement, the duties to be completed and the selection
criteria, as well as many other things.
Duties
Your job description will list the duties which must be completed as part of
your job. For instance, the duties could be:
 facilitating clients' involvement in community activities
 transporting clients to appointments
 maintaining a safe environment for clients
 facilitating groups of clients
 observing and reporting for clients' plans
 participating in the development of clients' plans.
Selection Criteria
The selection criteria for a job define the essential skills, knowledge,
experience and qualifications that an applicant for the role must have. By
default you should possess these in order to be working within your current
role.
For the duties listed above the selection criteria could be:
 demonstrated interest in caring for… (for example, young people or
children or people with mental illness)
 sound interpersonal and communication skills
 current drivers license.
Clarifying work instructions

From time to time the instructions that you need to follow (either verbal or
written) may not be clear and you may have some concerns about what
action to take. You need to raise these concerns as soon as possible,
especially if they could impact on the standard of service provided or
complicate a potentially dangerous situation.
Clarifying verbal instructions

If you need to clarify a verbal instruction, you could ask the person issuing
the instruction to repeat it to you in another way or ask some questions of
that person to gain clarity. If you choose to seek clarification from another
staff member, it is very important that the person you ask is in a position to
give you accurate information.
If you are still unclear, you could ask to have the instruction in writing or
you could refer to workplace policies and procedures. These may provide a
more detailed explanation of guidelines and protocol.
Clarifying ambiguous policies and procedure
Sometimes, it is the written policy or procedure itself that isn’t clear and it is
your responsibility to report your concern about lack of clarity in the
instruction and be committed to giving ongoing feedback to your supervisor
about these and other issues so that policies and procedures can be
reviewed and changed as necessary.
Seeking specialist advice

It may be that, in some circumstances, a specialist may need to be called in
to provide more detailed or specific information to ensure that correct
procedures/instructions are being followed.
Depending on the circumstances, specialists could include:
 occupational health and safety officers
 education officers
 legal representatives
 Department of Child Safety officers
Remember, if you have been given an instruction, you will be held

responsible for carrying it out. So you need to be honest with yourself and
others and seek clarity, or report any other difficulties you may be having in
carrying out the instruction, if you require it.
SELF-CHECK CM1.1-7

wrong.
__________ 1. Workplace policies are statements of principles and practices

dealing with the ongoing management and administration of the
organization.
__________ 2. Procedures explain how to perform tasks and duties. A

procedure may specify who in the organization is responsible for particular
tasks and activities, or how they should carry out their duties.
__________ 3. Well-written workplace policies provide the framework for

business planning.
__________ 4. A key aspect of following procedures involves working within

the scope of your role and responsibilities.
__________ 5. The job or position description will outline the name of the
position, the award classification, the department or area or work, the
industrial award or agreement, the duties to be completed and the selection
criteria, as well as many other things.
__________ 6. The selection criteria for a job define the essential skills,
knowledge, experience and qualifications that an applicant for the role must
have.
___________7. If you need to clarify a verbal instruction, you could ask the
person issuing the instruction to repeat it to you in another way or ask some
questions of that person to gain clarity.
__________ 8. Depending on the circumstances, specialists could include
occupational health and safety officers, education officers, legal
representatives and Department of Child Safety officers.
__________ 9. The written policy or procedure are always clear.
__________ 10. Your job description will list the duties which must be
completed as part of your job.
ANSWER KEY CM1.1-7
1. TRUE
2. TRUE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. TRUE
8. TRUE
9. FALSE
10. TRUE
Procedures in Replacing Faulty/Defective Materials
Warranties against defects
A warranty against defects is a representation communicated to a consumer

that if the goods or services (or part of them) are defective, the business will:
 repair or replace goods (or part of them)
 resupply or fix a problem with services (or part of them)
 provide compensation to the consumer.
A representation will only be a warranty against defects if it is made at or
around the time that goods or services are supplied.
A promise about what you as a supplier or manufacturer will do if
something goes wrong with a good or service can be a warranty against
defects if it is not provided in a formal document.
Any material with writing on it could evidence a warranty against defects, for
example wording on the packaging or on a label, if those words contain such
a promise.
Providing required information
If providing a written warranty against defects, the information must be

expressed in reasonably plain language, be legible and presented clearly
either when:
 the supply of the good or service takes place—for example, when a
consumer purchases a good
 about the time the supply of the good or service takes place—for example,
a warranty may be provided with a good when it is delivered even though
the consumer purchased it at an earlier time.
Warranties against defects requirements

Many goods are sold with a warranty against defects. This is often
highlighted on a label or packaging or attached to a sale docket or receipt—
for example, statements like ‘2 year warranty’ or ’12 month replacement
guarantee’. The warranty against defects is also often described in a
document inside the product’s packaging.
All 'documents evidencing a warranty against defects' must be presented in
a certain way, and must include specific information to ensure that
consumers understand the warranty and know how to make a claim.
A ‘document evidencing a warranty against defects' includes any material on
which there is writing or printing, or on which there are marks or symbols,
which contains a description of the features or terms of a warranty against
defects. While such a document will usually be a piece of paper or pamphlet
outlining the terms and conditions of a warranty and be provided by a
business inside the product’s packaging, in some circumstances, the
packaging itself may also be considered a document evidencing the warranty
against defects.
Where a product’s packaging is considered to be a 'document evidencing a
warranty against defects' and there are also warranty documents inside or
otherwise attached to the product, The warranty against defects requirement
has been met provided that:
 the mandatory text are included with warranty documents inside or
otherwise attached to the product, and
 this information is not inconsistent with the statement on the packaging.
Consumer guarantees
In some instances a warranty against defects will provide the consumer with
remedies that exceed those provided by the consumer guarantees. However,
in other cases, consumers may be entitled to a remedy under the consumer
guarantees after a warranty against defects period has expired.
You must take care to ensure that consumers are not misled, either through
oral representations or in the words of a warranty against defects, into
thinking that their rights are limited to the remedies or timeframe set out in
a written warranty against defects.
Express warranties
An express warranty relates to the quality or standard of a good, whereas a

warranty against defects relates to the steps that you will take to fix a
problem with a good or service.
Warranties against defects often contain an express warranty. If your
warranty against defects includes an express warranty you must ensure
that you honour the express warranty and comply with the requirements in
relation to warranties against defects.
SELF-CHECK CM1.1-8

wrong.
__________ 1. A warranty against defects is a representation communicated

to a consumer that if the goods or services (or part of them) are defective,
the business will repair or replace goods (or part of them).
__________ 2. A promise about what you as a supplier or manufacturer will

do if something goes wrong with a good or service can be a warranty against
defects if it is provided in a formal document.
__________ 3. The supply of the good or service takes place—for example,

when a consumer purchases a good.
__________ 4. In some instances a warranty against defects will provide the

consumer with remedies that exceed those provided by the consumer
guarantees.
__________ 5. An express warranty relates to the quality or standard of a
good, whereas a warranty against defects relates to the steps that you will
take to fix a problem with a good or service.
ANSWER KEY CM1.1-8
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
Module: Applying of Quality Standards
Learning Outcome #2: Ways to Identify and Isolate Errors
Learning Experience

This Learning outcome covers
the knowledge, skills and
attitude in ways to identify and
isolate errors with the following
content or topic:
 Ways to identify and

isolate errors
Check answers in Answer Key CM1.2-1  Process in documenting
and reporting deviations
 Critical thinking
first go through Reading and
Sheets, check yourself by
answering the Self Check.
Check answers in Answer Key CM1.2-2 Compare your answers using
the Answer Sheet. You must
answer all questions correctly
Read Information Sheet CM1.2-3 before proceeding to the next
Listen to teacher’s discussion activity.

the Performance criteria
checklist.
When you are ready, present
Check answers in Answer Key CM1.2-3 your work to your trainer for
Workplace Procedures.
1. Documentation relative to quality within the company is identified

and used.
2. Completed work is checked against workplace standards relevant to
the task undertaken.
3. Errors are identified and isolated.
4. Information on the quality and other indicators of production
performance are recorded in accordance with workplace procedures.
5. In cases of deviations from specific quality standards, causes are
documented and reported in accordance with the workplace’ s
standards operating procedures.
Ways to Identify and Isolate Errors
The following are the fundamental rules in identifying and isolating errors
particularly on computers.
Approach the problem systematically: start at the beginning and walk

through the situation in a careful way. Remember it and apply it every time.
Divide and conquer: This rue is the most powerful. Isolate the problem. In
the overall system, remove one software or hardware component after
another, until the problem is isolated to a small part of the whole system.
Don’t overlook the obvious: ask simple questions. Is the computer plugged
in? Is it turned on? Is the monitor plugged in? Most problems are so simple
that we overlook them because we expect the problem to be difficult.
Check the simple things first: it is more effective to first check the
components that are easiest to replace.
Make no assumptions: Do not assume without proof
Write things down: keep noting down the symptoms. They will help you
think more clearly.
Reboot and start over: This is an important rule. Fresh starts are good for us
and uncover events or steps that might have been overlooked.
Keep your cool: In an emergency, protect the data and software by carefully
considering your options before acting, by not assuming data is lost even
when hard drive and floppy drive errors occur, and by taking practical
precautions to protect software and OS files.
Don’t assume the worst: Think positively that there would always be solution
to whatever problems that may arise.
Know the starting point. It would be good to know where we start to help us
keep on track.
A careful visual inspection should catch the following types of
Faults
-Loose wires
- Broken wires
- Blown fuses
- Wrong switch settings
- Missing jumpers
- Loose connectors
- Burnt PCB track
- PCB track cut
- PCB track short
- Wrong insertion of connector/cable
- Cold solder joints
- Solder bridges
- Broken IC leads
When solving a computer problem, apply above rules and, prepare course of
action. The course of action involves the, following:
• Interact with the user.
• Isolate the problem by eliminating the unnecessary.
• Then follow established guidelines towards a solution.

SELF-CHECK CM1.2-1
I. Matching Type. Match the appropriate definition or explanation in

Column B with Column A. Write the letter of your answer on the blanks
before the items in Column A.
Answer Column A Column B
A. In an emergency, protect the data and

1. Approach the
software by carefully considering your
problem systematically
options before acting.
B. Keep noting down the symptoms. They
2. Divide and conquer
will help you think more clearly.
C. Ask simple questions. Most problems

3. Don’t overlook the are so simple that we overlook them
obvious because we expect the problem to be
difficult.
D. Start at the beginning and walk
4. Check the simple
through the situation in a careful way.
things first
Remember it and apply it every time.
5. Make no E. It is more effective to first check the
assumptions components that are easiest to replace.
F. Isolate the problem. Remove one

software or hardware component after
6. Write things down
another, until the problem is isolated to a
small part of the whole system.
G. Fresh starts are good for us and
7. Reboot and start
uncover events or steps that might have
over
been overlooked.
H. Think positively that there would
8. Keep your cool always be solution to whatever problems
that may arise.
9. Don’t assume the I. Do not assume without proof
worst
10. Know the starting J. It would be good to know where we
point start to help us keep on track.
ANSWER KEY CM1.2-1
1. D
2. F
3. C
4. E
5. I
6. B
7. G
8. A
9. H
10. J
Process in Documenting and Reporting Deviations
What is a deviation?
 A departure from standard practices or specifications resulting in non-

conforming material / or processes, with potential to impact on
product quality, safety, efficacy or data integrity.
 Planned and unplanned deviation
 Different levels of deviation: critical, major, minor
How to manage deviations
 Regulatory requirement to capture all sorts of deviations evolves in

order to maintain the continuous improvement of processes and
systems
 All batch production deviations (planned or unintended) covering all
manufacturing facilities, equipment, operations, distribution,
procedures, systems and record keeping should be reported and
investigated for corrective and preventative action.
 Deviation should be documented when there is a deviation from
methods or controls in manufacturing documents, material control
documents, and/or standard operating procedures.
 Deviations can be reported verbally to an immediate supervisor but a
proper documentation report is more preferable. In some instance,
computer software can be used as a log sheet for all deviations that
have been found out.
SELF-CHECK CM1.2-2

wrong.
__________ 1. Deviation is a departure from standard practices or

specifications resulting in non-conforming material / or processes, with
potential to impact on product quality, safety, efficacy or data integrity.
__________ 2. Deviations can be reported verbally to an immediate supervisor

and is actually more preferable than documented report.
__________ 3. Regulatory requirement to capture all sorts of deviations

evolves in order to maintain the continuous improvement of processes and
systems
__________ 4. In some instance, computer hardware can be used as a log

sheet for all deviations that have been found out.
__________ 5. Deviation should be documented when there is a deviation

from methods or controls in manufacturing documents, material control
documents, and/or standard operating procedures.
ANSWER KEY CM1.2-2
1. TRUE
2. FALSE
3. TRUE
4. FALSE
5. TRUE
Critical Thinking
Critical thinking is the ability to think clearly and

rationally. It includes the ability to engage in reflective and
independent thinking. Someone with critical thinking skills is
able to do the following:
 understand the logical connections between ideas
 identify, construct and evaluate arguments
 detect inconsistencies and common mistakes in
reasoning
 solve problems systematically
 identify the relevance and importance of ideas
 reflect on the justification of one's own beliefs and values
Critical thinking is not a matter of accumulating information. A person with

a good memory and who knows a lot of facts is not necessarily good at
critical thinking. A critical thinker is able to deduce consequences from what
he knows, and he knows how to make use of information to solve problems,
and to seek relevant sources of information to inform himself.
Critical thinking should not be confused with being argumentative or being

critical of other people. Although critical thinking skills can be used in
exposing fallacies and bad reasoning, critical thinking can also play an
important role in cooperative reasoning and constructive tasks. Critical
thinking can help us acquire knowledge, improve our theories, and
strengthen arguments. We can use critical thinking to enhance work
processes and improve social institutions.
Some people believe that critical thinking hinders creativity because it

requires following the rules of logic and rationality, but creativity might
require breaking rules. This is a misconception. Critical thinking is quite
compatible with thinking "out-of-the-box", challenging consensus and
pursuing less popular approaches. If anything, critical thinking is an
essential part of creativity because we need critical thinking to evaluate and
improve our creative ideas.
Critical thinking skills
The list of core critical thinking skills includes observation, interpretation,

analysis, inference, evaluation, explanation, and metacognition. According
to Reynolds (2011), an individual or group engaged in a strong way of
critical thinking gives due consideration to establish for instance:
 Evidence through reality
 Context skills to isolate the problem from context
 Relevant criteria for making the judgment well
 Applicable methods or techniques for forming the judgment
 Applicable theoretical constructs for understanding the problem and
the question at hand
In addition to possessing strong critical-thinking skills, one must be

disposed to engage problems and decisions using those skills. Critical
thinking employs not only logic but broad intellectual criteria such as
clarity, credibility, accuracy, precision, relevance, depth, breadth,
significance, and fairness.
Critical thinking procedure
Critical thinking calls for the ability to:

 Recognize problems, to find workable means for meeting those
problems
 Understand the importance of prioritization and order of precedence
in problem solving
 Gather and marshal pertinent (relevant) information
 Recognize unstated assumptions and values
 Comprehend and use language with accuracy, clarity,
and discernment
 Interpret data, to appraise evidence and evaluate arguments
 Recognize the existence (or non-existence) of logical relationships
between propositions
 Draw warranted conclusions and generalizations
 Put to test the conclusions and generalizations at which one arrives
 Reconstruct one's patterns of beliefs on the basis of wider experience
 Render accurate judgments about specific things and qualities in
everyday life
In sum:
"A persistent effort to examine any belief or supposed form of knowledge in

the light of the evidence that supports or refutes it and the further
conclusions to which it tends.
Critical thinking habits or traits of mind
The habits of mind that characterize a person strongly disposed toward

critical thinking include a desire to follow reason and evidence wherever
they may lead, a systematic approach to problem solving, inquisitiveness,
even-handedness, and confidence in reasoning.
According to a definition analysis by Kompf & Bond (2001), critical thinking

involves problem solving, decision making, metacognition, rationality,
rational thinking, reasoning, knowledge, intelligence and also a moral
component such as reflective thinking. Critical thinkers therefore need to
have reached a level of maturity in their development, possess a certain
attitude as well as a set of taught skills.
SELF-CHECK CM1.2-3

wrong.
__________ 1. Critical thinking is the ability to think clearly and rationally.
__________ 2. Someone with critical thinking skills does not understand the
logical connections between ideas.
__________ 3. Someone with critical thinking skills is able to solve problems

systematically.
__________ 4. Critical thinking can help us acquire knowledge, improve our

theories, and strengthen arguments.
__________ 5. Critical thinking is quite compatible with thinking "out-of-the-

box", challenging consensus and pursuing less popular approaches.
__________ 6. The list of core critical thinking skills includes observation,

interpretation, analysis, inference, evaluation, explanation,
and metacognition.
___________7. Critical thinking calls for the ability to misinterpret data, to

appraise evidence and evaluate arguments
__________ 8. Critical thinking calls for the ability to understand the

importance of prioritization and order of precedence in problem solving
__________ 9. Critical thinking calls for the ability to draw warranted

conclusions and generalizations
__________ 10. Critical thinking calls for the ability to render accurate
judgments about specific things and qualities in everyday life
ANSWER KEY CM1.2-3
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE
8. TRUE
9. TRUE
10. TRUE
Module: Engage in Quality Improvement
Learning Outcome #3: Workplace Procedures
Learning Experience

This Learning outcome covers
the knowledge, skills and
attitude in workplace procedures
with the following content or
topic:
 Workplace procedures
Check answers in Answer Key CM1.3-1  Safety and environmental
aspects of production
processes
 Quality improvement
Read Information Sheet CM1.3-2 processes

Answer Self Check CM1.3-2 first go through Reading and
Check answers in Answer Key CM1.3-2
Sheets, check yourself by
answering the Self Check.
Compare your answers using
Read Information Sheet CM1.3-3 the Answer Sheet. You must
Listen to teacher’s discussion answer all questions correctly
before proceeding to the next
activity.

the Performance criteria
checklist.
Check answers in Answer Key CM1.3-3 When you are ready, present
your work to your trainer for
Asses Own Work.
1. Process improvement procedures are participated in relative to

workplace assignment.
2. Work is carried out in accordance with process improvement
procedures.
3. Performance of operation or quality of product of service to ensure
customer satisfaction is monitored.
Workplace Procedures
Workplace Procedure is a set of written instructions that identifies the

health and safety issues that may arise from the jobs and tasks that make
up a system of work.
A safe working procedure should be written when:
 designing a new job or task
 changing a job or task
 introducing new equipment
 reviewing a procedure when problems have been identified, example

from an accident or incident investigation
The safe working procedure should identify:
 the teacher for the task or job and the students

who will undertake the task
 the tasks that are to be undertaken that pose risks
 the equipment to be used in these tasks
 the control measures that have been formulated

for these tasks
 any training or qualification needed to undertake

the task
 the personal protective equipment to be worn
 action to be undertaken to address safety issues

that may arise while undertaking the task
Following certain procedures is very important to

perform a given operation. The table below shows
different elements and their corresponding performance criteria to be able to
identify occupational health and safety hazards,
and assess risk, as well as follow instructions and procedure in the

workplace with minimal supervision. The students will also be capable of
participating and contributing to OHS management issues.
ELEMENT PERFORMANCE CRITERIA
1. Identify hazards and 1.1 Identify hazards in the work area
assess risk. and during the performance of
workplace duties.
1.2 Assess level of risk
2. Follow procedures and 2.1 Report hazards in the work
strategies for risk area to designated personnel
control. according to workplace
procedures
2.2 Follow workplace procedures
and work instructions for
assessing and controlling risks
with minimal supervision.
2.3 Whenever necessary, within the
scope of responsibilities and
competencies, follow workplace
procedures for dealing with
hazards and incidents, fire
and/or other emergencies.
3. Contribute to OHS in 3.1 Describe employee rights
the workplace. regarding consultation on OHS
matters
3.2 Raise task and/or job specific
OHS issues with appropriate
people in accordance with
workplace procedures and
relevant OHS legislative
requirements
3.3 Contribute to participative
arrangement for OHS
management in the workplace
within organisational
procedures and the scope of
responsibilities and
competencies
3.4 Provide feedback to supervisor
on hazards in work area in line
with organisational OHS
policies and procedures
3.5 Provide support in
implementing procedures to
control risks in accordance with
organisational procedures
Work instruction may be: Verbal
Written
In English
In a community language
Provided visually eg. video, OHS
signs, symbols and other pictorial,
presentation, etc.
Controlling risks in the Application of the hierarchy of
work area may control, namely:
include: Eliminate the risk
Reduce/minimise the risk
through
Engineering controls
Administrative controls
Personal protective equipment
Reports identifying Face to face
workplace hazards Phone messages
may be verbal or
Notes
written and may
include: Memos
Specially designed report forms
Examples of OHS issues Hazards identified
which may need to be Problems encountered in
raised by workers with managing risks associated with
designated personnel may hazards
include:
Clarification on understanding
of OHS policies and procedures
Communication and
consultation processes
Follow up on reports and
feedback.
Effectiveness of risk controls in
place
Training needs
Examples of contributions Recommendations on changes
may include: to work processes, equipment or
practices
Listening to the ideas and
opinions of others in the team
Sharing opinions, views,
knowledge and skills
Identifying and reporting risks
and hazards
Using equipment according to
guidelines and operating
manuals
OHS Management Issues
TYPES AND WORK-RELATED ERRORS
A. Quantity of work (untimely completion, limited production)
1. Poor prioritizing, timing, scheduling
2. Lost time
 Tardiness, absenteeism, leaving without permission
 Excessive visiting, phone use, break time, use of the Internet
 Misuse of sick leave
3. Slow response to work requests, untimely completion of assignments
4. Preventable accidents
B. Quality of work (failure to meet quality standards)
1. Inaccuracies, errors
2. Failure to meet expectations for product quality, cost or service
3. Customer/client dissatisfaction
4. Spoilage and/or waste of materials
5. Inappropriate or poor work methods
Work Behavior Which Result in Performance Problems
A. Inappropriate behavior (often referred to as "poor attitude")

 Negativism, lack of cooperation, hostility
 Failure or refusal to follow instructions
 Unwillingness to take responsibility ("passing the
buck")
 Insubordination
 Power games
B. Resistance to change
 Unwillingness, refusal or inability to update skills
 Resistance to policy, procedure, work method changes
 Lack of flexibility in response to problems
C. Inappropriate interpersonal relations
 Inappropriate communication style: over-aggressive, passive
 Impatient, inconsiderate, argumentative
 Destructive humor, sarcasm, horseplay, fighting
 Inappropriate conflict with others, customers, co-workers, supervisors
D. Inappropriate physical behavior
 Smoking, eating, drinking in inappropriate places
 Sleeping on the job
 Alcohol or drug use
 Problems with personal hygiene
 Threatening, hostile, or intimidating behavior

SELF-CHECK CM1.3-1
I. Write TRUE if the statement is correct and FALSE if the otherwise is

wrong.
__________ 1. Poor attitude results in performance problem.
__________ 2. A safe working procedure should be written when retrieving old

tasks.
__________ 3. Preventable accidents may affect the quantity of work.
__________ 4. Following certain procedure is very important in performing

given operation or to a given event.
__________ 5. Safe working procedure should not identify the tasks that are
to be undertaken that pose risks.
__________ 6. Workplace Procedure is a set of verbal instructions that

identifies the health and safety issues that may arise from the jobs and
tasks that make up a system of work.
___________7. Failure to meet expectations for product quality, cost or

service may affect the quality of work.
__________ 8. Resistance to change is a type of work behavior which result in

performance problems.
__________ 9. Sleeping on the job is an example of inappropriate physical

behavior.
__________ 10. Conflict with others, customers, co-workers and supervisors

is an inappropriate interpersonal relation.
ANSWER KEY CM1.3-1
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. FALSE
6. FALSE
7. TRUE
8. TRUE
9. TRUE
10. TRUE
Safety and Environmental Aspects of Production Process
Workplace safety procedures and instructions?
Safe work practices are generally written methods that define how tasks are
performed while minimizing risks to people, equipment, materials,
environment, and processes. Safe Work Procedures are documented
procedures for performing tasks.
What is the purpose of Workplace safety procedures and instructions?
Safe Work Procedures are documented procedures for performing

tasks. The purpose of a safe work procedure is to reduce the risk to health
and safety in the workplace and reduce the likelihood of an injury by
ensuring that employees know how to work safely when carrying out the
tasks involved in their jobs. Safe work procedures may also be called safe
work method statements (SWMS).
What are the different types of Workplace safety procedures and

instructions?
 Handling chemicals – these involves procedures on how to handle

chemicals in workplace where these are used.
 Lifting and moving objects – are procedures that pertain to how
objects are to be lifted and moved safely and without strain to the
person or worker.
 Working at heights – these are procedures that underscore what a
worker must observe to keep himself safe while working in an elevated
structure or environment.
 Slips, trips and falls – are procedures that pertain to safety procedures
that should be in place to prevent slips, trips and fall accidents in the
workplace.
 Housekeeping – are procedures that pertain to how housekeeping
activities should be done while keeping in mind safety, health and
well-being of workers in a facility or workplace.
 Electrical equipment – these are safety procedures that pertain to the
installation, repair and maintenance of electrical equipment.
What are the components or elements of Workplace safety procedures
and instructions?
The following steps should be followed to ensure a sound safe work

procedure is developed:
1. Observe the task/activities: t is important to observe the task/activity
being performed the preferred way to ensure safest method is
documented.
2. Review associated legislative requirements: Some task/activities are
governed by legislative requirements. These must be considered when
developing a safe work procedure to ensure any legal requirements are
included.
3. Record the sequence of basic job steps: write down the steps that
make up the task/activity.
4. Record potential hazards of each step: Next to each step identify what
may have potential to cause injury or disease
5. Identify ways of eliminating and controlling the hazards: list the
measures that need to be put in place to eliminate or control any
likely risk.
6. Test the procedure: Observe staff/student following the safe work
procedure
7. Obtain approval: Before the safe work procedure can be used it must
be approved by each approver nominated.
8. Monitor and review: Make sure the activity is supervised to ensure the
documented process is being followed.
What terms are used when developing Workplace safety procedures and
instructions?
 Consultation and participation – Management or the owners of a

business/organisation must consult with employees about OHS
matters that can directly affect them in the carrying out of their duties.
 Emergency situations/incidents – Any situation that may arise
unexpectedly that could cause injury or harm to any person in a
workplace.
 Employee and employer responsibilities - Employees must take
reasonable care to ensure the safety of themselves and others, and
comply with all OHS requirements.
 Hazard identification and risk control - Identifying any hazard as a
source of potential harm to people, or damage to property, and
reducing risk.
 Occupational Health and Safety (OHS) – OHS concerns the health and
safety of all people in a workplace, including employers, employees
and visitors
 Safe work practices and procedures – These provide practical
guidance to business on how to fulfil their duty to provide a safe and
healthy workplace.
 Workplace accidents, injury or impairment - Unexpected events that
cause physical harm or damage to people or property.
SELF-CHECK CM1.3-2
I. Write TRUE if the statement is correct and FALSE if the otherwise is

wrong.
__________ 1. Safe Work Procedures are documented procedures for

performing tasks.
__________ 2. The purpose of a safe work procedure is to increase the risk to

health and safety in the workplace and increase the likelihood of an injury
by ensuring that employees do not know how to work safely when carrying
out the tasks involved in their jobs.
__________ 3. Management or the owners of a business/organisation must
consult with employees about OHS matters that can directly affect them in
the carrying out of their duties.
__________ 4. Employees must take reasonable care to ensure the safety of
themselves and others, and comply with all OHS requirements.
__________ 5. Occupational Health and Safety concerns the health and safety
of all people in a workplace, including employers, employees and visitors
__________ 6. Lifting and moving objects are procedures that pertain to how
objects are to be lifted and moved safely and without strain to the person or
worker.
___________7. Working at heights are procedures that underscore what a
worker must observe to keep himself safe while working in an elevated
structure or environment.
__________ 8. Slips, trips and falls are procedures that pertain to safety
procedures that should be in place to prevent slips, trips and fall accidents
in the workplace.
__________ 9. Housekeeping are procedures that pertain to how
housekeeping activities should be done while keeping in mind safety, health
and well-being of workers in a facility or workplace.
__________ 10. Electrical equipment are safety procedures that pertain to the
installation, repair and maintenance of electrical equipment.
ANSWER KEY CM1.3-2
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. TRUE
8. TRUE
9. TRUE
10. TRUE
Quality Improvement Processes
In technical usage, quality can have two meanings:
1. the characteristics of a product or service that bear on its ability to

satisfy stated or implied needs.
2. a product or service free of deficiencies.
The quality of a product or service refers to the perception of the degree

to which the product or service meets the customer's expectations. Quality
has no specific meaning unless related to a specific function and/or object.
Quality is a perceptual, conditional and somewhat subjective attribute.
The dimensions of quality refer to the attributes that quality achieves in

Operations Management:
Quality <-> Dependability <-> Speed <-> Flexibility <-> Cost
 Quality supports dependability
 Dependability supports Speed
 Speed supports Flexibility
 Flexibility supports Cost.
In the manufacturing industry it is commonly stated that “Quality

drives productivity.” Improved productivity is a source of greater revenues,
employment opportunities and technological advances. The best way to
think about quality is in process control. If the process is under control,
inspection is not necessary. However, there is one characteristic of modern
quality that is universal. In the past, when we tried to improve quality,
typically defined as producing fewer defective parts, we did so at the expense
of increased cost, increased task time, longer cycle time, etc.
Quality Management Terms:

 Quality Improvement can be distinguished from Quality Control in that
Quality Improvement is the purposeful change of a process to improve the
reliability of achieving an outcome.
 Quality Control is the ongoing effort to maintain the integrity of a process to
maintain the reliability of achieving an outcome.
 Quality Assurance is the planned or systematic actions necessary to
provide enough confidence that a product or service will satisfy the given
requirements for quality.
Quality and Task-Completion Checking
With development teams of two or three in daily contact
and frequently exchanging views and criticisms, detailed, written
quality and task-completion checking procedures may be felt to
be unnecessary. Procedures still need to be agreed and the
results need to be documented. The need to check quality and
task completion applies at all stages of the development process
but is underlined especially during the prototype validation stages.
The importance of documenting checks applies whatever the size of the

team and whatever the complexity of the software. In the production of
assets, this may involve checking to confirm the following:
 that all the asset files listed in the product specification document
have been produced;
 that files are correctly named;
 that files are the correct byte size or near the

projected file size (examining the file-sizes in
a directory listing can be helpful in
identifying problem files which are either
much too large or much too small);
 that files are the correct resolution (screen-

size and bit-depth in the case of graphics; duration, sampling
frequency and bit-depth in the case of sound files);
 that the quality of files displaying on the target monitor or heard on

target listening equipment is acceptable.
Note that sampling is seldom a satisfactory checking method. Checking

should be exhaustive, unless for reasons of time or economy this is
impossible. Usually, however, trying to economize on checking and testing is
a false economy and cutting corners here will often come back to haunt the
development team. At the end of the day, all files will need to be tested and,
if at all possible, this should be done sooner rather than at a later trial stage.
Quality Improvement Processes
Manufacturers can choose from a variety of tools to improve their

quality processes. The trick is to know which tools to use for each situation
and increasing the sophistication of the tools in the repertoire.
Easy to implement and follow up, the most commonly used and well-
known quality process is the plan/do/check/act (PDCA) cycle (Figure 1).
Other processes are a takeoff of this method, much in the way that
computers today are takeoffs of the original IBM system. The PDCA cycle
promotes continuous improvement and should thus be visualized as a spiral
instead of a closed circle.
Another popular quality improvement process is the six-step PROFIT

model in which the acronym stands for:
P = Problem definition.
R = Root cause identification and analysis.
O = Optimal solution based on root cause(s).
F = Finalize how the corrective action will be implemented.
I = Implement the plan.
T = Track the effectiveness of the implementation and verify that the desired
results are met.
If the desired results are not met, the cycle is repeated. Both the PDCA
and the PROFIT models can be used for problem solving as well as for
continuous quality improvement. In companies that follow total quality
principles, whichever model is chosen should be used consistently in every
department or function in which quality improvement teams are working.
Figure 1. The most

common process for quality
improvement is the
plan/do/check/act cycle
outlined above. The cycle
promotes continuous
improvement and should
be thought of as a spiral,
not a circle.
Once the basic problem-solving or quality improvement process is

understood, the addition of quality tools can make the process proceed more
quickly and systematically. Seven simple tools can be used by any
professional to ease the quality improvement process: flowcharts, check
sheets, Pareto diagrams, cause and effect diagrams, histograms, scatter
diagrams, and control charts. (Some books describe a graph instead of a
flowchart as one of the seven tools.)
The key to successful problem resolution is the ability to identify the
problem, use the appropriate tools based on the nature of the problem, and
communicate the solution quickly to others. Inexperienced personnel might
do best by starting with the Pareto chart and the cause and effect diagram
before tackling the use of the other tools. Those two tools are used most
widely by quality improvement teams.
FLOWCHARTS
Flowcharts describe a process in as

much detail as possible by graphically
displaying the steps in proper sequence. A
good flowchart should show all process
steps under analysis by the quality
improvement team, identify critical
process points for control, suggest areas
for further improvement, and help explain
and solve a problem.
Flowcharts can be simple, such as

the one featured in Figure 2, or they can
be made up of numerous boxes, symbols,
and if/then directional steps. In more
complex versions, flowcharts indicate the
process steps in the appropriate sequence,
the conditions in those steps, and the
related constraints by using elements
such as arrows, yes/no choices, or if/then
statements.
Figure 2. A basic production process

flowchart displays several paths a part
can travel from the time it hits the
receiving dock to final shipping.
CHECK SHEETS
Check sheets help organize data by category. They show how many
times each particular value occurs, and their information is increasingly
helpful as more data are collected. More than 50 observations should be
available to be charted for this tool to be really useful. Check sheets
minimize clerical work since the operator merely adds a mark to the tally on
the prepared sheet rather than writing out a figure (Figure 3). By showing
the frequency of a particular defect (e.g., in a molded part) and how often it
occurs in a specific location, check sheets help operators spot problems. The
check sheet example shows a list of molded part defects on a production line
covering a week's time. One can easily see where to set priorities based on
results shown on this check sheet. Assuming the production flow is the
same on each day, the part with the largest number of defects carries the
highest priority for correction.
Figure 3. Because it clearly organizes data, a check sheet is the

easiest way to track information.
PARETO DIAGRAMS
The Pareto diagram is named after Vilfredo Pareto, a 19th-century

Italian economist. are caused by 20% of the potential sources.
A Pareto diagram puts data in a

hierarchical order (Figure 4), which allows
the most significant problems to be
corrected first. The Pareto analysis
technique is used primarily to identify
and evaluate nonconformities, although it
can summarize all types of data. It is
perhaps the diagram most often used in
management presentations.
To create a Pareto diagram, the operator

collects random data, regroups the
categories in order of frequency, and creates a bar graph based on the
results.
Figure 4. By rearranging random data, a

Pareto diagram identifies and ranks
nonconformities in the quality process in
descending order.
CAUSE AND EFFECT DIAGRAMS
The cause and effect diagram is sometimes called an Ishikawa

diagram after its inventor. It is also known as a fish bone diagram because
of its shape. A cause and effect diagram describes a relationship between
variables. The undesirable outcome is shown as effect, and related causes
are shown leading to, the said effect. This popular tool has one severe
limitation, however, in that users can overlook important, complex
interactions between causes. Thus, if a problem is caused by a combination
of factors, it is difficult to use this tool to depict and solve it.
Figure 5. Fish bone diagrams display the

various possible causes of the final effect.
Further analysis can prioritize them.
A fish bone diagram displays all contributing factors and their

relationships to the outcome to identify areas where data should be collected
and analyzed. The major areas of potential causes are shown as the main
bones, Later, the subareas are depicted. Thorough analysis of each cause
can eliminate causes one by one, and the most probable root cause can be
selected for corrective action. Quantitative information can also be used to
prioritize means for improvement, whether it be to machine, design, or
operator.
HISTOGRAMS
The histogram plots data in a

frequency distribution table. What
distinguishes the histogram from a check
sheet is that its data are grouped into
rows so that the identity of individual
values is lost. Commonly used to present
quality improvement data, histograms
work best with small amounts of data
that vary considerably. When used in
process capability studies, histograms
can display specification limits to show
what portion of the data does not meet
the specifications.
After the raw data are collected, they are grouped in value and
frequency and plotted in a graphical form (Figure 6). A histogram's shape
shows the nature of the distribution of the data, as well as central tendency
(average) and variability. Specification limits can be used to display the
capability of the process.
Figure 6. A histogram is an easy way to see the distribution of the data, its
average, and variability.
SCATTER DIAGRAMS
A scatter diagram shows how two variables

are related and is thus used to test for cause and
effect relationships. It cannot prove that one
variable causes the change in the other, only that
a relationship exists and how strong it is. In a
scatter diagram, the horizontal (x) axis represents
the measurement values of one variable, and the
vertical (y) axis represents the measurements of
the second variable. Figure 7 shows part clearance
values on the x-axis and the corresponding
quantitative measurement values on the y-axis.
Figure 7. The plotted data points in a scatter

diagram show the relationship between two
variables.
CONTROL CHARTS
A control chart displays

statistically determined upper and
lower limits drawn on either side of a
process average. This chart shows if the
collected data are within upper and
lower limits previously determined
through statistical calculations of raw
data from earlier trials (Figure 8).
Figure 8. Data points that fall outside

the
upper and lower control limits leads to
investigation and correction of the
process.
In preparing a control chart, the mean upper control limit (UCL) and
lower control limit (LCL) of an approved process and its data are calculated.
A blank control chart with mean UCL and LCL with no data points is created;
data points are added as they are statistically calculated from the raw data.
SELF-CHECK CM1.3-3
I. Matching Type. Match the appropriate definition or explanation in

Column B with Column A. Write the letter of your answer on the blanks
before the items in Column A.
Answer Column A Column B
A. is the ongoing effort to maintain the

1. Control Chart
integrity of a process to maintain the
reliability of achieving an outcome.
B. helps organize data by category.
2. Check sheets
C. plots data in a frequency distribution

3. Quality Assurance table
D. displays statistically determined upper

4. Pareto diagram
and lower limits drawn on either side of a
process average.
E. describes a process in as much detail
5. Quality Control as possible by graphically displaying the
steps in proper sequence.
F. shows how two variables are related
6. Cause and Effect
and is thus used to test for cause and
diagram
effect relationships.
G. is the purposeful change of a process
7. Histogram to improve the reliability of achieving an
outcome.
H. puts data in a hierarchical order,
8. Scatter diagram which allows the most significant
problems to be corrected first.
I. describes a relationship between
9. Flowcharts
variables.
J. is the planned or systematic actions
10. Quality necessary to provide enough confidence
Improvement that a product or service will satisfy the
given requirements for quality.
ANSWER KEY CM1.3-3
1. D
2. B
3. J
4. H
5. A
6. I
7. C
8. F
9. E
10. G

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HOW TO USE THIS MODULE

Welcome to the Module “Applying Quality Standards”. This module

The unit of competency “Apply Quality Standards” contains

You are required to go through a series of learning activities in order

If you have questions, don’t hesitate to ask your for assistance.

Recognition of Prior Learning (RPL)

If you can demonstrate to your students that you are competent in a

After completing this module ask your trainer to assess your

This module contains information and suggested learning activities on

This module consists of 3 learning outcomes. Each learning outcome

Upon completion of this module, report to your teacher for assessment to

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module you should be able to:

LO1 Assess Quality of received materials

Refer to assessment criteria of learning outcomes #1-3 of this module.

checklist - help organize data by category

durability - enduring; resisting wear

Flowchart - describes process in as much detail as possible by

hardware - refers to the electronic and mechanical components that

hazards - a risk; danger

Histogram - plots data in a frequency distribution table

hostile - being an enemy; unfriendly

ISO - International Standardization Organization

OHS - Occupational Health and Safety procedures

Pareto diagram- puts data in a hierarchical order which allows the

PPE - personal protective equipment

quality - essential character nature; degree or grade of excellence

standards - as one serving the emblem of a nation; something as accepted

Learning Outcome #1: Assess Quality of Received Materials

Learning Activities Special Instructions

Read Information Sheet CM1.1-1 This Learning outcome covers

To be able to achieve this

When you are ready, present

Answer Self Check CM1.1-8

After doing all activities of this

1. Work instruction is obtained and work is carried out in accordance

"Reading" is the process of

Improving your reading skills

To improve your reading skills you need to:

 Check the date of publication. Is the information up-to-date?

 Check the contents page for relevant chapters.

 Look up references for your topic in the index.

If the text does not seem relevant, discard it.

Scanning is the technique you might use when reading a

 the introduction or preface of a text;

 the concluding or summarizing chapter of a text;

 the book index.

Skimming is the process of speedy reading for general meaning.

 pre-view a selection of text prior to detailed reading;

 Refresh your understanding of a selection of text following

Detailed reading and note taking

 Questions to encourage you to take an active approach to your

These techniques encourage an active engagement with the text as well as

It is easy for your eye to recognize 4 or 5 words in a single fixation without a

Developing your reading speed

 As this becomes more natural, practice without drawing lines.

 Later, reduce the number of fixations to two per line.

 Once this increased word span becomes a comfortable habit, an increase

 Scan and skim to select the text for

 Scan and skim after detailed reading

 Use a form of note taking whilst

I. Write TRUE if the statement is correct and FALSE if the statement is